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Social Dimension PDF
Social Dimension PDF
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Sociologists see education as one the major
institutions that constitutes society. While theories guide
research and policy formulation in the sociology of
education, they also provide logical explanations for why
things happen the way they do. These theories help
sociologists understand educational systems.
This chapter presents an introduction to the social
science theories of education-consensus and conflict,
structural functionalist and interaction theories as related
to education.
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The most significant inventions made possible by culture is
language. The learning of culture takes place through language.
From our enormous capacity to learn and use language is derived our
collective memory (myths, fables, sayings, ballads, and the like) as
well as writing, art and all other media that shape human
consciousness and store and transit knowledge. If culture can affect
the structure and content of its language, then it follows that
linguistic diversity derives in part from cultural diversity.
The linguistic-relativity hypothesis asserts that languages
determines thought and therefore culture. In reality language and
culture influence each other (Edward Sapir). Every society has a
culture, no matter how simple the culture may be, and every human
being is cultured in the sense of participating in some culture or
other.
Culture refers to the attitudes, values, customs, and
behavior
Patterns that characterize a social group. The characteristics of
are:
1. Culture is learned.
2. Culture is shared by a group of people.
3. Culture is cumulative.
4. Culture change.
5. Culture is dynamic.
6. Culture is ideational.
7. Culture is diverse.
8. Culture gives us a range of permissible behavior patterns.
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very complex ideas and values into simple material forms so that the
very presence of the symbol evokes the signified ideas and values.
It carries a particular meaning recognized by people who share
culture.
2. %
. It is the mental act of perceiving things.
2.1. ? These are mental representations (concepts,
categories, metaphors) used to organize stimulus; they are the basic
units out of which knowledge is constructed and a world emerges.
2.2. #
. These are ideas which were linked together
and organized into larger sets, systems, etc. #
systematically summarizes and elaborates how we think the world
looks and acts. It is the storehouse where we accumulate
representations, information, facts, assumptions, etc. Once stored,
knowledge can support learning and can be passed down from one
generation to the next.
2.3. Beliefs accept a proposition, statement,
description of facts, etc. as true. Explanations and predictions (cause
and effect logic) rely on beliefs.
?
Culture is what distinguishes human beings from the lower animal forms
making them unique. It is a powerful force in the lives of all people and shapes and
guides peoples perceptions of reality.
1.
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" It helps in the regulation of a persons conduct and prepares him so he can
participate in the group life.
2. %
%
` %
It is impossible to understand what the actions of members of other
groups mean if we analyze them in terms of our motives and values.
We must interpret their behavior in the light of their motives, habits,
and values. The same behavior has different meanings in different
cultures and we must look at the behavior in relation to the culture of
the society where it takes place.
: Practices considered immoral or taboo to a
certain group of people but are accepted by other groups with a
different cultural orientation.
The central point in cultural relativism is that in a particular
setting certain traits are right because they work in that setting while
other traits are wrong because they clash painfully with parts of the
culture.
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After studying this chapter, you should be able to:
1. explain the concepts of multiculturalism and multi-cultural
education;
2. identify and explain the four approaches to multicultural
education;
3. Describe student subcultures; and
4. Accept the diverse characteristics and needs of learners.
?
Whenever two or more people come together with a shared
purpose, they form a culture with its own written and unwritten
rules for behavior. Our families, workplaces, and communities all
have cultures. These cultures have a tremendous impact upon our
behavior as individuals.
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1. To identify and describe the characteristics and functions of
different social institutions.
2. To describe the various types of governments.
3. To discuss the relationship between economy and education.
4. To show the interrelationships among the social institutions.
?
Individual, formal organizations, commonly identified as
institutions, may be deliberately and intentionally created by
people. Their development and functioning in society in general may
be regarded as an instance of emergence, that is, institutions arise,
develop and function in a pattern of social self-organization, which
goes beyond the the conscious intentions of the individual humans
involved.
?
In any human society are social structures and social mechanisms
of social order and cooperation that govern the behavior of its
members. These are called social institutions and according to
functional theorists, perform five essential tasks namely: replacing
,
The basic purpose of education is the transmission of knowledge.
Schools became necessary when cultural complexity created a need
for specialized knowledge and skill which could not be easily
acquired in the family, church and community.
a. The intellectual purposes of schooling.
b. The political purposes of schooling.
c. The social purposes of of schooling.
d. The economic purposes of schooling.
The of education are defined as the open and
intended goals or consequences of activities within an organization or
institution. There are six major manifest functions of education in
society, to wit:
=
(Javier et al, 2002)
`
Among the many functions of religion identified by Calderon
(1998) are the following:
1. Religion serves as a means of social control.
2. It exerts a great influence upon personality development.
3. Religion allays fear of the unknown.
4. Religion explains events or situations which are beyond the
comprehension of man.
5. It gives man comfort, strength and hope in times of crises and
despair.
6. It preserves and transmits knowledge, skills, spiritual and cultural
values and practices.
7. It serves as instrument of change.
8. It promotes closeness, love, cooperation, friendliness and
helpfulness.
9. Religion alleviates sufferings from major calamities.
10. It provides hopes for a blissful life after death.
`
There are four elements of religion. They are
and
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and
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Human behavior is mainly concerned with the satisfaction of
material wants. It is centered on the task of making a living, the most
absorbing interest of man. To that end, man in all ages and among all
classes struggle to bring about changes in the environment. The
changes that have take place and are taking place are the result of the
interplay of forces in our efforts to improve our material well-being.
Our mode of living centers on the acquisition of wealth in order to
satisfy our wants and this aspect of mans activity constitutes the field
of
%
looks at the trees, while
looks at
the forest. Both categories involve the construction of theories and
formulation of policies-activities that are the heart of
"
what goods and services to produce and how much.
how to produce goods and services.
for whom are the goods and services.
s
!
The institution which resolves conflicts that are public in
nature and involve more than a few people is called
The Supreme Court of the Philippines defines
as
that institution by which an independent society makes and carries
out those rules of action which are necessary to enable men to live in
a social state, or which are imposed upon the people for that society
by those who possess the power or authority of prescribing them.
%
In the Philippines, there are three branches of government:
" #
which proposes and enforces rules and laws;
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which makes rules and laws;
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which adjudicates rules and laws.
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The functions of government are:
1.
=
contribute to the very bonds of society
and are therefore compulsory.
2.
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are those undertaken to advance the
general interest of society, such as public works, public charity, and
regulation of trade and industry. These functions are merely optional.
!
Look at the following purposes of schools. Encircle the
number that best reflects how important you think each school
function is.
Use the following scale.
1 Very Unimportant
2 Unimportant
3 Moderately important
4 Important
5 Very Important
1. To transmit the nations cultural heritage
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
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At the end of the chapter, you should be able to:
1. Describe gender equality and inequality and how they affect
development.
2. Explain the relationship between gender and power.
3. Discuss significant gains that have been made in womans
education as a result of global advocacy.
?
In addition to age, gender is one of the universal dimensions on
which status differences are based. Unlike sex, which is a biological
concept, gender is a social construct specifying the socially and
culturally prescribed roles that men and women are to follow.
Gender shapes the lives of all people in all societies. It
influences all aspects of our lives, the schooling we receive, the social
roles we play, and the power and authority we command. Population
processes where women and men live, how they bear and rear
children, and how they die are shaped by gender as well (Riley,
1997).
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They believe that parents are the
distributors of reinforcement, reinforce appropriate gender role
behaviors. By the choice of toys, by urging boy or girl
behavior, and reinforcing such behavior, parents encourage
children to engage in gender-appropriate behavior.
,
V This derives from Kohlbergs
speculations about gender development. We know from Piagets
work that children engage in symbolic thinking by about 2 years
of age. Using this ability, children acquire their gender identity
and then, Kohlberg believes, they begin the process of acquiring
gender-appropriate behavior.
V A schema is a mental blueprint for
organizing information, and children develop and formulate
appropriate gender. Such a schema helps a child to develop
gender identity and formulate an appropriate gender role.
Consequently, children develop an integrated schema ir picture,
of what gender is and should be (Elliott et al., 1996).
!
Gender stereotyping is defined as the beliefs humans hold
about the characteristics associated with males and females. From an
early age, people form ideas of what males and females should be,
beginning to accumulate characteristics that they consider male and
female, and assigning labels to those categories. This process certain
simplifies the ability to deal with the world. Obviously, that rough,
noisy person is a boy, and that gentle, soft-spoken, obedient person is
a girl.
*!
Gender equality gives women and men the same entitlements
to all aspects of human development, including economic, social,
cultural, civil and political rights, the same level of respect, the same
opportunities to make choices, and the same level of power to shape
the outcomes of these choices.
Research from around the world has shown that gender
inequality tends to slow economic growth and make the rise from
poverty more difficult. The reasons for this link are not hard to
understand. Half of the worlds population is female, hence, the
extent to which women and girls benefit from development policies
and programs has a major impact on the countries overall
development success.
? *!
Four themes characterize feminist theorizing of gender
inequality.
1.
Men and women are situated in society not only
differently but also unequally. Specifically, women get less of
material resources, social status, power, and opportunities for selfactualization than do men who share their social location be it
location based on class, race, occupation, ethnicity, religion,
education, nationality, or any other socially significant factor.
2 !
This inequality results from the organization of
society, not from any significant biological or personality differences
between men and women.
3.
Although individual human beings may vary somewhat
from each other in their profile of potentials and traits, no significant
pattern of natural variation distinguishes the sexes. Instead, all human
beings are characterized by a deep need for freedom to seek selfactualization and by a fundamental malleability that leads them to
adapt to the constraints or opportunities of the situations in which
they find themselves.
4.
All inequality theories assume that both men and
women and men will respond fairly easily and naturally to more
egalitarian social structures and situations.
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effective communication skills (including active listening), nonviolent conflict resolution and mediation, imagination (the ability to
envision alternatives), and effective organizing (Mische, 2001).
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1. Massive migration Globalization and massive migrations
are changing the ways we experience national identities and cultural
belonging.
2. Managing difference It is becoming one of the greatest
challenges to multicultural countries. From France to Sweden, Brazil
to Bolivia, Indonesia to Malaysia, the work of managing difference
calls forth a new educational agenda. Children growing up in these
and other settings are likely than in any previous generation in human
history to face a life of working and networking, loving and living
with others from different national, linguistic, religious, and racial
backgrounds.
3. Global changes in culture deeply affect educational policies,
practices and institutions. Particularly in advanced industrial societies,